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A Reading/Language Arts Program
Contributors
Time Magazine, Accelerated Reader

Students with print disabilities may be eligible to obtain an accessible, audio version of the pupil edition of this
textbook. Please call Recording for the Blind & Dyslexic at 1-800-221-4792 for complete information.

Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,

Two Penn Plaza, New York, New York 10121.

Copyright © 2009 by Macmillan/McGraw-Hill. All rights reserved. No part of this publication may be reproduced
or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written
consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or
broadcast for distance learning.

Printed in the United States of America

ISBN-13: 978-0-02-198811-2/3, Bk. 1

ISBN-10: 0-02-198811-0/3, Bk. 1
1 2 3 4 5 6 7 8 9 (079/043) 11 10 09 08 07
A Reading/Language Arts Program

Program Authors
Donald R. Bear
Janice A. Dole
Jana Echevarria
Jan E. Hasbrouck
Scott G. Paris
Timothy Shanahan
Josefina V. Tinajero
 Unit
Our World
1
THEME: New Beginnings
Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Tina’s Try-Out Day

Vocabulary/Comprehension: Character, Setting, Plot . . . 12

First Day Jitters Humorous Fiction . . . . . . . . . . . . . .14

By Julie Danneberg, illustrated by Judy Love

Making New Friends Health . . . . . . . . . . . . . . . . . . . . . 34

By Jan Smith
Writing: Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

THEME: Keeping in Touch

Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Mail for Matty

Vocabulary/Comprehension: Character, Setting, Plot. . . 40

Dear Juno Realistic Fiction . . . . . . . . . . . . . . . . . . . . . . 42

By Soyung Pak, illustrated by Susan Kathleen Hartung

How We Keep in Touch Social Studies . . . . . . . . . . . . 68

By Eric Michaels
Writing: Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

THEME: Building Communities

Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Home Sweet Harlem

Vocabulary/Comprehension: Main Idea and Details . . . . 76

Whose Habitat Is It? Nonfiction Article . . . . . . . . . 78

All Are Equal: It’s the Law! Social Studies . . 82

Writing: Extended Response to Literature. . . . . . . . . 84

4
THEME: Antarctic Life
Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Life in Antarctica
Vocabulary/Comprehension: Main Idea and Details . . . . 88

Penguin Chick Narrative Nonfiction . . . . . . . . . . . . . 90

By Betty Tatham, illustrated by Helen K. Davie

Antarctic Anthem Poetry . . . . . . . . . . . . . . . . . . . . . . . 112

By Judy Sierra
Writing: Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

THEME: People and Their Pets

Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

Choosing a Pet
Vocabulary/Comprehension: Problem and Solution . . . . 118

The Perfect Pet Humorous Fiction . . . . . . . . . . . . . .120

By Margie Palatini, illustrated by Bruce Whatley

Pets: True or False? Science . . . . . . . . . . . . . . . . . . . . .142

By Gillian Reed
Writing: Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . .146

Test Strategy: Think and Search

Evan’s Welcome Drama . . . . . . . . . . . . . . . . . . . . . . . . .148

5
 Unit
Investigations
2
THEME: Putting on a Performance
Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .152

The Wind and the Sun: An Aesop’s Fable

Vocabulary/Comprehension: Summarize . . . . . . . . . . . . 154

The Strongest One Play . . . . . . . . . . . . . . . . . . . . .156

By Joseph Bruchac, illustrated by Lucia Angela Perez

Behind the Scenes at a Play Performing Arts . . . . . 172

By Candice Bertoline
Writing: Persuasive Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . 176

THEME: Wolves
Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178

The Boy Who Cried Wolf

Vocabulary/Comprehension: Fantasy and Reality. . . . . 180

Wolf! Fantasy
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .182
By Becky Bloom, illustrated by Pascal Biet

The Truth About Wolves Science . . . . . . . . . . . . . . 206

By Paul Netcher
Writing: Persuasive Writing . . . . . . . . . . . . . . . . . . . . . . . . . . 210

THEME: Past, Present, and Future

Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212

Where Did the First Americans Live?

Vocabulary/Comprehension: Fact and Opinion . . . . . . . 214

What’s in Store for

the Future? Nonfiction Article . . . . . . . . . . . . . . . . . . .216
Will Robots Do All the
Work? Social Studies . . . . . . . . . . . . . . . . . . . . . . 220
Writing: Personal Narrative . . . . . . . . . . . . . . . . . . . . . 222
6
THEME: Out in Space
Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224

Constellations: Pictures in the Sky

Vocabulary/Comprehension: Summarize . . . . . . . . . . . . 226

The Planets in Our

Solar System Informational Nonfiction . . . . . . . . . . 228
By Franklyn M. Branley, illustrated by Kevin O’Malley

Star Research Science . . . . . . . . . . . . . . . . . . . . . . . . . . 250

Writing: Persuasive Writing . . . . . . . . . . . . . . . . . . . . . . . . . . 254

THEME: Being a Writer

Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256

Talking to Lulu Delacre, Children’s Author

Vocabulary/Comprehension: Author’s Purpose . . . . . . . 258

Author: A True Story Autobiography . . . . . . . . . 260

By Helen Lester

Where I Sit Writing Poetry . . . . . . . . . . . . . . . . . . . . . 274

By Allan Ahlberg
Writing: Persuasive Writing . . . . . . . . . . . . . . . . . . . . . . . . . . 276

Test Strategy: Author and Me

Venus Flytrap: The Plant

with Bite! Informational Nonfiction . . . . . . . . . . . . . . . . 278

7
 Unit
Discoveries
3
THEME: Food Around the World
Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282

Family Feast
Vocabulary/Comprehension: Make Inferences . . . . . . . .284

Stone Soup Folktale . . . . . . . . . . . . . . . . . . . . . . . . . . 286

By Jon J Muth

What’s for Lunch? Social Studies . . . . . . . . . . . . . . . . 308

By Leonard Mercury
Writing: Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . .312

THEME: Solving Riddles

Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .314

Count on Detective Drake!

Vocabulary/Comprehension: Plot and Setting . . . . . . . . 316

One Riddle, One Answer Fairy Tale . . . . . . . . . .318

By Lauren Thompson, illustrated by Linda S. Wingerter

Haiku Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 336

Writing: Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338

THEME: Ecosystems in Balance

Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340

For the Birds!

Vocabulary/Comprehension: Cause and Effect . . . . . . . 342

Saving the Sand Dunes Nonfiction Article . . . . 344

Frog Frenzy! Science . . . . . . . . . . . . . . . . . . . . . 348

Writing: Persuasive Writing . . . . . . . . . . . . . . . . . . . . 350

8
THEME: Making Journeys
Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352

My Winter Vacation
Vocabulary/Comprehension: Make Inferences . . . . . . . .354

The Jones Family Express Realistic Fiction . . 356

By Javaka Steptoe

Tips for Trips Social Studies . . . . . . . . . . . . . . . . . . . . . 380

By Lauren Eckler
Writing: Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382

THEME: The Art of Illustrating

Talk About It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384

Draw!
Vocabulary/Comprehension: Sequence. . . . . . . . . . . . . . 386

What Do
Illustrators Do? Narrative Nonfiction . . . . . . . . . . . 388
By Eileen Christelow

Jobs in Animation Fine Arts . . . . . . . . . . . . . . . . . . . . .412

By Lisa Soo
Writing: Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .416

Test Strategy: Right There

Design Your Own Journal Directions . . . . . . . . . . . . .418

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .422
9
10
 Talk About It
Change can be difficult.
How do you feel about new
people, places, and things?

Find out more about

new beginnings at
www.macmillanmh.com

11
 Vocabulary
downstairs chuckled
nervous nonsense
fumbled trudged

Word Parts
Compound Words are
words that are made up
of two smaller words.

down + stairs = downstairs

Tina’s
Try-Out
Day
by Amy Helfer
Tina woke up to her buzzing “You’ll have more energy if
alarm clock. She rubbed her you do,” said Mom.
eyes and wondered why she Tina still felt a bit sick, but
was up so early. Then she she ate some breakfast anyway.
remembered: it was try-out day! Then she ran up to her room
and fumbled into her clothes.
The Big Day
“Slow down!” Mom chuckled.
A few weeks ago, Tina
“You’ll use up all your energy
decided she would try out for
before you get there.”
the Comets, her school’s softball
team. Tina ran downstairs On the Field
to the kitchen. “Mom!” she Tina got to the field early,
shouted. “It’s try-out day!” but it seemed like everyone
“I know,” answered Mom. else did, too.
“I made you breakfast.” “What am I doing here?”
Tina rubbed her stomach. Tina asked herself. “I’ll never
“I think I’m too nervous to eat.” make the team.”
12
 Vocabulary and Comprehension

Her mom gave her a hug. “That’s

nonsense,” she said. “Get out there
and do your best. You will be great!”

Play Ball!
The girls had to run, field, bat,
catch, and throw balls. Even though
Tina stumbled while fielding, she
thought she did well.
Afterward, Tina was really tired
and trudged off the field. One of the
coaches called her name. “What do
you think, Tina?” she asked. “Would
you like to join the Comets?”
Tina forgot how tired she was
and jumped high into the air. “Oh,
boy,” she shouted. “Would I ever!”

Reread for Comprehension

Analyze Story Structure
Character, Setting, Plot
Every story has characters, a setting, and a plot. They "F?P?ARCPQ
make up the story’s structure. Characters are people in
2CRRGLE
the story. The setting is when and where the story takes
place. The plot tells all the events in the story. It has a !CEGLLGLE
beginning, middle, and end.
,GBBJC
A Story Map helps you analyze the story structure.
Reread the story to find the characters, setting, and what
$LB
happened at the beginning, middle, and end.

13
 Comprehension
Genre
Humorous Fiction is a
made-up story written to
make the reader laugh.

Analyze Story Structure

Character, Setting, Plot
As you read, use your Story
Map.
"F?P?ARCPQ

2CRRGLE

!CEGLLGLE

,GBBJC

$LB

Read to Find Out

Why does Sarah try to
avoid going to school?

14
 Main Selection

First Day
Jitters
by
Julie Danneberg
illustrated by
Judy Love

15
16
 “Sarah, dear, time to get out of bed,” Mr.
Hartwell said, poking his head through the
bedroom doorway. “You don’t want to miss
the first day at your new school do you?”
“I’m not going,” said Sarah, and pulled the
covers over her head.
17
 “Of course you’re going, honey,” said Mr.
Hartwell, as he walked over to the window and
snapped up the shade.
“No, I’m not. I don’t want to start over again.
I hate my new school,” Sarah said.
She tunneled down to the end of her bed.

Plot
What events have
taken place so far?

18
19
 “How can you hate your new school, sweetheart?”
Mr. Hartwell chuckled. “You’ve never been there
before! Don’t worry. You liked your other school, you’ll
like this one. Besides, just think of all the new friends
you’ll meet.”

20
 “That’s just it. I don’t know anybody, and it
will be hard, and … I just hate it, that’s all.”

21
 “What will everyone think if you aren’t there? We told
them you were coming!”
“They will think that I am lucky and they will wish that
they were at home in bed like me.”
Mr. Hartwell sighed. “Sarah Jane Hartwell, I’m not
playing this silly game one second longer. I’ll see you
downstairs in five minutes.”

22
23
 Sarah
tumbled
out of bed.
She stumbled into the bathroom.
She fumbled into her clothes.

24
 “My head hurts,” she moaned as she
trudged into the kitchen.
Mr. Hartwell handed Sarah a piece of toast
and her lunchbox.
25
26
 They walked to the
car. Sarah’s hands were
cold and clammy.
They drove down the
street.
She couldn’t breathe.
And then they were
there.
“I feel sick,” said
Sarah weakly.
“Nonsense,” said
Mr. Hartwell. “You’ll
love your new school
once you get started.
Oh, look. There’s your
principal, Mrs. Burton.”
Sarah slumped down
in her seat.

Character
How does Mr. Hartwell
feel about Sarah’s
attitude?

27
 “Oh, Sarah,” Mrs. Burton gushed,
peeking into the car. “There you are.
Come on. I’ll show you where to go.”

28
 She led Sarah into the building and walked
quickly through the crowded hallways. “Don’t
worry. Everyone is nervous the first day,” she said
over her shoulder as Sarah rushed to keep up.

29
 When they got to the classroom, most of the
children were already in their seats.
The class looked up as Mrs. Burton cleared
her throat.
“Class. Class. Attention, please,” said Mrs. Burton.
When the class was quiet she led Sarah to the
front of the room and said, “Class, I would like you
to meet …

30
... your new teacher, Mrs. Sarah Jane Hartwell.”

31
 Off to school with

Ju l ie aN d Judy
author
Julie DaNNeberg knows
all about teaching. She has been a teacher for
many years and really enjoys it. Julie says that
being around kids all day gives her lots of ideas
for stories. She starts every day by working on
her writing for an hour.
Another book by Julie Danneberg: First Year Letters

ILLUSTRATOR
Judy Love decided that she
wanted to illustrate books when she was
seven or eight years old. Judy gets ideas for
her illustrations from her favorite hobbies:
gardening, visiting museums, and making
costumes for children’s plays.

Find out more about Julie Danneberg and

Judy Love at www.macmillanmh.com

Author’s Purpose
Did Julie Danneberg write to inform or entertain readers
in First Day Jitters? What details help you figure out the
author’s purpose?
32
 Comprehension Check

"F?P?ARCPQ
Retell the Story
2CRRGLE
Use your Story Map to help you retell First Day !CEGLLGLE
Jitters. Tell about what happens in the
beginning, middle, and end of the story. ,GBBJC

$LB

Think and Compare

1. Why was Sarah so nervous about going to school? Analyze
Story Structure: Plot, Character, Setting

2. At the beginning of the story, why might most readers

think Sarah was a child? Give details from the story in your
answer. Analyze

3. How would you feel if you were a teacher on the first day at
a new school? Explain. Apply

4. Do you think that most people are nervous about facing

new, unknown situations? Explain your answer. Evaluate

5. Read “Tina’s Try-Out Day” on pages 12–13. How is Tina’s

situation similar to Sarah’s? How do Tina and Sarah react
differently to their situations? Use details from both
selections in your answer. Reading/Writing Across Texts

33
 Making
Genre
Health New Friends
Informational Essays tell by Jan Smith
about a subject from one
point of view.
It’s tough being the new kid in a
crowd. You want to be accepted. You
Text Feature want to be liked. What can you do to
Bar Graphs use bars make friends? Be friendly! Here’s how.
of different lengths to
compare information. Relax and Smile
A smile attracts other people. When
Content Vocabulary you look and feel comfortable, people
accepted will want to get to know you better.
attracts
Introduce Yourself
introduce
Don’t be afraid to introduce yourself
survey to people you would like to meet. They
may want to meet you, too!

Ask Questions and Listen

Ask questions to find out people’s
interests. Listen carefully as they
answer you. That shows that you’re
interested in getting to know them.

Find Things in Common

Maybe you like the same sports team
or the same books. When it comes to
making friends, you should always
follow the easiest rule: Have fun! You
may make some new friends before you
know it.

34
 Health

How to Make New Friends

Reading a Bar Graph
This bar graph shows the answers
to a survey. A survey asks what
people think about something.
Survey Question: What is
the most important thing to
do to make new friends?

Relax and Smile

Introduce Yourself

Ask Questions
and Listen
Find Things in
Common
0 1 2 3 4 5 6 7 8 9 10
Number of Answers

Connect and Compare

1. Look at the bar graph. How many people answered that the
most important thing to do is to ask questions and listen?
How do you know? Reading a Bar Graph

2. The next time you are around new people, what will you do
to make friends? Explain your answer. Apply

3. Sarah was nervous about meeting new students. After

reading “Making New Friends,” what advice could you
give Sarah about getting to know her students?
Reading/Writing Across Texts

Health Activity
With a partner, brainstorm four things you like to do
with your friends. Survey your classmates and make
a bar graph to compare their answers.

Find out more about making friends

at www.macmillanmh.com

35

Writer’s Craft
A Good Paragraph
The topic sentence is
usually at the beginning of
a good paragraph. It tells
the reader the main idea of
the paragraph. The other
sentences give supporting
details.
First, I wrote a
good topic sentence.
It tells what my
paragraph will be
about.
Then, I wrote
sentences with
supporting details.
36
Write About
the First Day
of School
Wrong Room!
by Ricardo Z.
My first day of third grade didn’t
start well. First, my mom had to go to
work early. She left right after rushing
me to my classroom. Next, I waited
inside for a while before the other kids
started coming. They looked huge. I
never saw them before in my life. Then, I
was scared. Where was my friend Harry?
Where was Jen? We were supposed to
be in the same class. Finally, the teacher
said, “Hello, Class 5-B.” I was so happy.
I was supposed to
be in class 3-B. I was
just sitting in the
wrong room!
 Personal Narrative

Your Turn
Write a paragraph about an experience you
had on the first day of school. It may be about
meeting a new friend or about something that
happened. Be sure to begin your paragraph
with a topic sentence that tells the main
idea. Then include supporting details
in the sentences that follow. Use the
Writer’s Checklist to check your writing.

Writer’s Checklist
Ideas and Content: Are my story details
interesting?

Organization: Does my good paragraph have a

topic sentence and supporting details?

Voice: Does the writing sound like me?

Word Choice: Did I choose words that clearly

tell how I felt?

Sentence Fluency: Did I write in complete

sentences?

Conventions: Did I start sentences with

capital letters? Did I spell and use end
punctuation correctly?
37
 Personal Narrative

Your Turn
Write a paragraph about an experience you
had on the first day of school. It may be about
meeting a new friend or about something that
happened. Be sure to begin your paragraph
with a topic sentence that tells the main
idea. Then include supporting details
in the sentences that follow. Use the
Writer’s Checklist to check your writing.

Writer’s Checklist
Ideas and Content: Are my story details
interesting?

Organization: Does my good paragraph have a

topic sentence and supporting details?

Voice: Does the writing sound like me?

Word Choice: Did I choose words that clearly

tell how I felt?

Sentence Fluency: Did I write in complete

sentences?

Conventions: Did I start sentences with

capital letters? Did I spell and use end
punctuation correctly?
37
38
 Talk About It
How do you keep in touch
with family and friends who
are far away?

Find out more about

keeping in touch at
www.macmillanmh.com

39
 Vocabulary
crackle starry
Mail
announced
soared
envelope
photograph for Matty
Context Clues by Susan Tanner
Sentence Clues can help
you figure out what the Nana has been visiting for two
word photograph means. weeks, but now it’s time for her
The photograph in the gold to go home. I wish she could stay.
frame shows Dad when he
was a boy. At the Airport
“Why so sad, Matty? I’m
going home, not to the moon!”
joked Nana.
“Montana’s so far away, it might
as well be the moon,” I answered. I
tightened my hold on Nana’s plane
ticket until it began to crackle.
Nana laughed. “Oh, it’s not that
far! You’ll see me soon,” she said.
“I promise.”
Just then a voice on the
loudspeaker announced that
Nana’s flight was boarding.
“Time to go,” said Nana.
“When I get home, I’ll send you a
surprise. Watch for it!” She hugged
us good-bye. We waited until her
plane soared up high into the dark
but starry sky. I wondered what
my surprise was.
40
 Vocabulary and Comprehension

Waiting for the Surprise

When I got home, I kept checking the
door and looking out the window for my
surprise. Then Dad called, “Hey, Matty,
come over here!”
Dad was at the computer. The screen
showed a picture of an envelope. I had e-
mail! The title of the e-mail said “Surprise!”
It read:

Dear Matty,
Uncle Pete set up my new computer while I was
gone. Now we can send e-mails every day. Can you
see the photograph I sent? It’s a picture of me.
I told you you’d see me soon! Write back.
Hugs and kisses, Dear M
atty,
Uncle P
ete set
Nana gone. N
ow we c
a
up my n
n
ew com
puter w
see the send e- hile I w
photog mails ev as
I told y raph I ery da
ou you’d s e n t ? It’s y. Can
a you
Hugs a see me picture
soon! W of me.
Nana did surprise me! I’m so excited that Nana
nd kiss
e s , r it e back.

I can talk to her every day.

Reread for Comprehension

Analyze Story Structure
Character, Setting, Plot
Every story has characters, a setting, and a plot.
These elements make up the story’s structure. The 1ZcS 1ZcS
main character is the person who the story is about.
1VO`OQbS`
A Character Web helps you figure out a character’s B`OWb
traits, or personality. Reread “Mail for Matty.” What
1ZcS 1ZcS
one thing can you tell about Matty’s character based
on what he does and thinks after Nana leaves?

41
 Comprehension
Genre
Realistic Fiction is an
invented story that could
have happened in real life.

Analyze Story Structure

Character, Setting, Plot
As you read, use your
Character web.

1ZcS 1ZcS

1VO`OQbS`
B`OWb

1ZcS 1ZcS

Read to Find Out

How does Juno try to
communicate with his
grandmother?

42
Another random document with
no related content on Scribd:
 GLOSSARY OF WORDS
USED IN TEXT OF THIS VOLUME
Accelerated. Quickened; hurried.
Acquiesced. Agreed to.
Admonished. Warned; notified to be careful, or concerning an event.
Affirmed. Proven; shown that the statement was true.
Alternative. Either one or the other.
Anointing. The rite of applying oil for the purpose of setting apart an individual for a certain
purpose.
Aphasia. The disease which causes loss of memory.
Appellation. The term used to designate a name of a person.
Archeological. Relating to the science of antiquities.
Arsenal. A store house of weapons and ammunition.
Arteries. The ducts in the body which carry the blood from the heart.
Averting. The act of preventing; keeping from doing things.
Bacterial. Pertaining to the infection of the blood or system by poisonous germs.
Cavalcade. A parade; originally a troop of horsemen.
Cessation. The act of quitting or stopping.
Cementing. Bringing together; to cause to adhere.
Circulatory. The term applied to anything which has free movement.
Circulation. Applied to the movement of the blood through the arteries and veins.
Coveted. Wished for; usually applied to a wrongful desire to take something from another.
Climatic. Pertaining to the seasons or the weather.
Characterized. Named; designated.
Cohesion. Attracted; sticking together.
Consternation. Awe; fear; afraid of consequences.
Consecrated. Set apart for a purpose or a use.
Coagulated. To curdle or form into a clot.
Confederate. An ally; a friend in the same cause.
Concord. In agreement with. Having the same feelings.
Congenial. Friendly feeling; pleasant relations.
Congested. To collect in a mass; an unhealthy accumulation.
Cowered. Subdued; made to feel fear.
Cooperative. The joining together for a mutual aid or encouragement.
Concerted. Acting together.
Coalition. The term applied to the uniting of various parties to effect a purpose in concert.
Deference. Showing obedience, or willingness; to yield.
Delectable. Pleasant; agreeable; satisfactory.
Detour. Going around; making a sweeping movement about a certain point.
Detached. Taken away from; separated from others.
Decomposition. To go back into its original elements.
Derange. Out of order; not in proper condition.
Desist. To stop; to quit.
Depicted. Explained, either by words or pictures.
Depleted. To reduce; to lessen; to take away from.
Dissecting. To cut apart or to pieces.
Disorganize. To make disorderly; to badly arrange.
Diplomatic. The term used to designate the science of conducting negotiations wisely.
Discerned. Noticed; observed.
Diagnosed. The course of a disease noted and discovered.
Exuberance. Elated; exceedingly happy.
Eluding. To avoid; to get away from.
Encounter. To meet; to come into contact with.
Enveloping. A term applied to a military movement, which has reference to a force surrounding
or encircling another.
Extract. To take out of; to obtain the essence.
Execution. To perform; to carry out.
Exacted. To demand of; to require some particular thing.
Facilitate. To hurry up; speedily doing a thing.
Faction. A small party or portion of a main body or people.
Gesticulate. Bodily motions which indicate excitement, or a desire to impart information.
Gratification. Satisfaction over the outcome; agreeable feeling.
Gruesome. An object which excites loathsome feelings.
Groin. The fold or crease where the thigh joins the abdomen.
Guttural. Of or pertaining to the throat.
Hazardous. Involving danger, risk or loss.
Hemorrhages. Discharge of blood from a wounded blood vessel.
Hilarity. Being jubilant; happy; joyous.
Imperious. In a haughty manner.
Immeasurably. Beyond measure; a large amount or quantity.
Impression. An effect produced.
Initiative. To start; to make the first effort.
Instinct. A mental knowledge which precedes actual information.
Intuitively. Knowing a thing without being directly told.
Injunction. To warn; to advise concerning.
Inflamed. The term applied to a portion of the body where the blood by congestion causes
redness. Also exciting another to do a certain thing.
Infection. To communicate a thing or a disease to another.
Incautiously. Without much care; or in an unwise manner.
Intimately. Closely associated with.
Inaction. Quiet; not vigorous.
Injection. To insert into; to place within.
Interred. Buried.
Invariable. The same; without any change.
Invasion. To enter; to come into.
Incumbent. Necessary; desirable.
Inaccessible. Not easily gotten at; difficult to approach.
Insisted. To continuing a request.
Intervening. Placing between; something interposed.
Incantation. The saying or singing of magical words, in a religious ceremony.
Intercept. To go between; that which is cut off.
Infinite. Without end; continuous.
Inventory. To list; to take stock or account of.
Indignant. Anger or scorn aroused by a wrong.
Isolation. Left alone; without company.
Jargon. Confused; unintelligible speech.
Limitation. A small amount; a definite portion or part.
Malignant. Having or exhibiting extreme viciousness.
Modified. Changed to suit; newly arranged.
Momentary. For the time being only.
Numerically. Judged by numbers.
Nutriment. Substances necessary to sustain life.
Obliterate. To wipe out; to extinguish.
Obeisance. To bow to; acknowledgment of superiority.
Obnoxious. Unsavory; not pleasant; objectionable.
Parley. To talk with; conference.
Paralysis. A species of disease, wherein the motor nerves are deranged and made useless.
Pantomimic. A show wherein the features and actions are designed to describe or display words
or intentions.
Perplexities. Difficulties not easily surmounted in the mind.
Peremptory. Determined order; decision without delay.
Perceptible. Noticeable: easily seen.
Perceived. Something readily noticed.
Physique. Pertaining to the outlines of the human form.
Physical. Relating to the characteristics of the body.
Portable. That which may be moved.
Presumption. That which is judged from a certain act or thing.
Proximity. Close to; very near.
Prediction. Stating what will happen as a consequence, or in the future.
Privation. Being denied what is necessary for comfort or convenience.
Pronounced. Very evident; something that is plain.
Precaution. Taking care; the act of making sure.
Protracted. Stretching out; continuing for some time.
Putrefaction. Matter which is in a state of decomposition, or being disorganized.
Recess. A space cut out of material. Also an interim.
Refrain. To keep from; to avoid.
Reluctantly. Not willingly; drawing back.
Restraining. Holding back; to keep from.
Reciprocate. To repay; to do an act in exchange for another.
Reconnoiter. To examine, or make preliminary survey of in military operations.
Recreation. To put in its former condition.
Reinstalled. To put in the same condition it was designed to be placed; to set up again.
Reversing. In the opposite direction.
Reconciliation. To have the affections restored; an agreement.
Requisition. A demand; something that is required.
Reproachful. Looking on the act of another with sorrow.
Resentment. The act of repaying another for a wrong, or for some deed.
Rudimentary. The elements which originally form the subject of matters of things.
Ruptured. Breaking; torn; to rend asunder.
Saponify. To convert into soap by the action of an alkali.
Semi-tropical. Pertaining to or characteristics of regions near the tropics.
Septic. That which is productive of putrefaction.
Sortie. A rush upon a foe.
Spinal Column. The backbone.
Species. A group of animals or plants, which have slight changes from each other.
Speculation. The act of man to theorize on certain subjects. Also business of investing and
carrying on trade.
Surveyed. Looking over. Also to lay out or describe meets and bounds.
Supremacy. Having the power; one capable of commanding.
Stratagems. The art of arranging troops. The act of planning.
Synthetic. Making up from original elements. The opposite of analysis.
Symptoms. Indications; in illness, the appearance of the body.
Talisman. Something that produces or is capable of producing a wonderful effect.
Tissues. The parts of the body, like the flesh and muscles.
Toxic. A poison; that which has an effect like alcohol.
Tribute. To give what is due; to repay.
Trepidity. Trembling with fear.
Traversed. Traveled over.
Tracts. A term applied to the veins, pores, arteries, or any other ducts or passages in the
body.
Tumult. An uproar; a commotion.
Unique. Something out of the ordinary.
Unstable. That which is not rigid; yielding.
Vanished. Gone out of sight; that which has left.
Vanquished. Beaten; defeated.
Vantage. A position of superiority; an advantage.
Venom. Poison; that which has an ill effect; also applied to a wish which indicates harm.
Virulent. Extreme; the desire to do wrong.
Vindictive. An act which shows a design to do a wrong.
Voluble. Very talkative.
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